KMi Seminars
From Tag Clouds to Tag Webs
This event took place on Wednesday 16 May 2007 at 11:15

 
Dr Simon Buckingham Shum

In this seminar I'll present results from the formative evaluation of ClaimSpotter, an experimental semantic social tagging tool developed in Bertrand Sereno's PhD, and presented at the WWW'07 CKC workshop: When they publish their work, researchers build in established ways on prior work, expressing and contesting claims and counter-arguments. Collaborative tagging holds promise as an approach to mediating this discursive process via the Web, but, although permitting diversity of opinion, 'pure' freeform tagging provides no support to analysts who want to differentiate important kinds of tag, and critically, their inter-relationships. Our experience demonstrates that collaborative, scholarly tagging requires tools designed specifically for this sensemaking task by providing enough support to initiate the annotation, while not overwhelming users with suggestions. We describe a tool called ClaimSpotter that aims at supporting this tradeoff, through a novel combination of system-initiated tag recommendations, Web interface design, and an expanded conception of how tags can be both expressed, and semantically linked. We then report a detailed study which analysed the tool's usability and the tag structures created, contributing to our understanding of the implications of adding structure to collaborative tagging.

 
KMi Seminars Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web Journal | 25 years of knowledge acquisition
 

Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.